Ensuring that your digital content meets accessibility standards

FacebookTwitterGoogle+Share
Kindy Segovia

Kindy Segovia

by Kindy Segovia
OTR, Assistive Technology Supervisor, Kent ISD
@kindysegovia

The shift to digital learning material is at an all-time high, allowing increased access for diverse students. Or does it? Often the very tools being used to support your instruction might be jeopardizing some students’ access and success. You might be surprised to learn that digital resources are not necessarily accessible resources, despite appearing to be far more flexible and adaptable than traditional print resources.

Schools and educators publishing or sharing digital resources that do not meet accessibility standards is not only poor practice, but also violates the law. The Office of Civil Rights (OCR) has spent considerable time working with institutions of higher education to address website accessibility issues, and is now beginning to intensify that work with K–12 schools and districts. Legislation including Sections 504 and 508 of the Rehabilitation Act; the Americans with Disabilities Act (ADA); and the Individuals with Disabilities Education Improvement Act (IDEIA) ensure that individuals with disabilities have equal access to all programs, services, and activities, including web-based and digital communications.

Accessibility is essential for leveraging technology and providing educational opportunities for all students, including those with visual, hearing, motor and other disabilities as well as English language learners. School systems need to ensure all information provided to the public, parents, and guardians is accessible as well.

A few key elements can assist districts and educators in their efforts to provide accessible content. From a website to Microsoft Word documents, PowerPoint presentations, Google Docs, PDF files, and other content, attention to specific elements can bring things up to legislative standards:

  • Text size and contrast: use at least a 12- to 14-size font and high contrast between text and background color (black on white/white on black, black on yellow, etc.)

    Contrasting text and large type

    Contrasting text and large type

  • Logical text structure: use embedded features for Title, Headings, Lists, Bullets, etc., omitting unnecessary line spacing.

    Logical text and heading structure

    Logical text and heading structure

  • Descriptive hyperlinks: link using the name of the target website or document, not the URL.
  • Image descriptions: use embedded Alt Text features to provide image descriptions on all pictures, graphics, charts and tables.

    Image descriptions in embedded Alt Text

    Image descriptions in embedded Alt Text

  • Closed Captions: include closed captioning on all embedded videos.

    Captions on embedded videos

    Captions on embedded videos

Need to check accessibility of existing resources? A variety of free tools are available to evaluate digital documents and websites, and also to ensure the new materials are designed in ways that allow the full array of learners to access and achieve.

  • Microsoft has built in accessibility checkers across all of its software: Word, PowerPoint and Excel. These checkers can be added to your toolbar through the software’s Options menu.

    Turning on Microsoft's accessibility checker

    Turning on Microsoft’s accessibility checker

  • Adobe Acrobat also has an accessibility checker, available within the Tools menu.

    Turning on Adobe Acrobat's accessibility checker

    Turning on Adobe Acrobat’s accessibility checker

  • Google Docs provides access to an add-on Accessibility Checker, called Grackle Docs, available at this link.
  • Finally, WebAIM has a website Accessibility Checker available online at this link: WebAIM (http://wave.webaim.org).

While digital content holds the promise of increased flexibility, efficiency, and engagement in learning, this is only accomplished when students can access and participate in the learning process, and parents and community members can participate in a child’s education. And, while consideration of those with a disability is required, accessibility enhancements benefit everyone and it’s not as difficult as you think!

Kindy Segovia, OTR, is currently the assistive technology coordinator at Kent Intermediate School District, Grand Rapids, Mich. She has worked as an occupational therapist in both schools and pediatric rehabilitation for over 25 years. She has provided educational training for teachers, parents and administrators over the past 15 years with a focus on adapting curriculum, classroom accommodations, and integrating technology into instruction. She is also an adjunct professor at Grand Valley State University. Find out more from Kindy at kindysegovia.com.

FacebookTwitterGoogle+Share

Leave a Reply

Your email address will not be published. Required fields are marked *